Cover Table of Contents,Contributors, Introduction and Acknowledgments
This is introduction, acknowledgements and dedication part from Scholarship and Teaching on Languages for Specific Purposes. Scholarship and Teaching on Languages for Specific Purposes is a collection of select peer-reviewed scholarly articles developed from concepts and positions presented and generated at the First International Symposium on Languages for Specific Purposes (ISLSP) celebrated on April 13–14, 2012 at the University of Alabama at Birmingham (United States). The symposium gathered 31 speakers and over 80 participants from all over the nation and other parts of the world. Each speaker brought a unique perspective of Languages for Specific Purposes (LSP), which was essential to pave the way to enlightening, fruitful and engaging discussions throughout the 2–day symposium. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; Scholarship and Teaching on Languages for Specific Purposes Lourdes Sánchez-López Editor UAB Digital Collections Birmingham, Alabama, March 2013 Scholarship and Teaching on Languages for Specific Purposes ISBN 978-0-9860107-0-5 UAB Digital Collections Mervyn H. Sterne Library University of Alabama at Birmingham March 2013 Editor Lourdes Sánchez-López University of Alabama at Birmingham Production Manager Jennifer Brady University of Denver Editorial Board Julia S. Austin University of Alabama at Birmingham William C. Carter University of Alabama at Birmingham Alicia Cipria University of Alabama Sheri Spaine Long United States Air Force Academy / University of Alabama at Birmingham Jesús López-Peláez Casellas University of Jaén Clara Mojica Díaz Tennessee State University Malinda Blair O'Leary University of Alabama at Birmingham Susan Spezzini University of Alabama at Birmingham Rebekah Ranew Trinh University of Alabama at Birmingham Lamia Ben Youssef Zayzafoon University of Alabama at Birmingham Table of Contents INTRODUCTION, ACKNOWLEDGMENTS & DEDICATION Lourdes Sánchez-López . x ON LSP THEORETICAL MODELS Continuing Theoretical Cartography in the LSP Era Michael S. Doyle . 2 ON THE CURRENT STATE OF LSP Language for Specific Purposes Job Announcements from the Modern Language Association Job List: A Multiyear Analysis Mary K. Long . 15 ON LSP PROGRAMS AND PRACTICES Spanish for the Professions: Program Design and Assessment Carmen King de Ramírez and Barbara A. Lafford . 31 Spanish for Professional Purposes: An Overview of the Curriculum in the Tri-state Region Leticia Barajas . 42 The Spanish for Specific Purposes Certificate (SSPC) Program: Meeting the Professional Needs of Students and Community Lourdes Sánchez López . 62 French for International Conference at The University of the West Indies, Mona: Total Simulation in the Teaching of Languages for Specific Purposes Marie-José Nzengou-Tayo and Gilles Lubeth . 73 ON THE UNEXPECTED LSP PARTICIPANT The Unexpected Spanish for Specific Purposes Professor: A Tale of Two Institutions Sheri Spaine Long . 88 A Doctoral Student's Shift from Modified AAVE to Academic English: Evidence for Establishing a Language for Specific Purposes Focus Susan Spezzini, Lisa A. La Cross, and Julia Austin . 99 ON METHODOLOGY Teaching Business Chinese: The Importance and Methodology of Building Pragmatic Competence and the Case of Buhaoyisi Yahui Anita Huang . 110 Enhancing Language for Specific Purposes through Interactive Peer-to-Peer Oral Techniques Susan Seay, Susan Spezzini, and Julia S. Austin . 121 Orchestrating a Job Search Clinic for International Scholars and Students Kristi Shaw-Saleh, Susan Olmstead-Wang, Helen Dolive, and Kent D. Hamilton . 129 iii Scholarship and Teaching on Languages for Specific Purposes (2013) Contributors Julia S. Austin, PhD is Director of Educational Services for the University of Alabama at Birmingham Graduate School and has been a university administrator and a teacher educator for 25 years. She has been continuously funded since 2000 by the US Department of Education National Professional Development grant program to prepare teachers to effectively serve English learners. Dr. Austin has published and presented on effective teaching practices, academic writing, authorship ethics, and collaborative mentoring. Leticia Barajas, MA is a doctoral student in the Second Language Studies program at the University of Cincinnati where she also teaches academic ESL. Her areas of expertise are Language for Specific Purposes, Spanish for professional purposes and Academic English. Prior to this position, she worked for the Spanish department at the University of Kentucky and developed curriculum for Business Spanish and Spanish for Law Enforcement courses in Mexico and Spain. Leticia Barajas is currently writing her dissertation on Spanish for professionals and working on teacher training for professional development. Jennifer Brady, PhD is the Assistant Managing Editor of Hispania and Lecturer of Spanish at the University of Denver where she teaches all levels of Spanish language and Iberian Culture and Civilization. Her research interests include masculinities in contemporary Spain, doubling and repetition in contemporary Spanish fiction, and modification and illness in physical bodies in Spanish fiction. William C. Carter, PhD is Distinguished Professor Emeritus at the University of Alabama at Birmingham. His biography Marcel Proust: A Life was selected as a ―Notable Book of 2000‖ by The New York Times, a ―Best Book of 2000‖ by the Los Angeles Times, and a ―Best Biography of 2000‖ by the Sunday Times of London. Harold Bloom has written that Carter's book, Proust in Love is ―a marvelous study of the comic splendor of the great novelist's of human eros and its discontents.‖ He co-produced the award-winning documentary Marcel Proust: A Writer's Life. His website is http://www.proust-ink.com. Alicia Cipria, PhD is Associate Professor of Spanish Linguistics at the University of Alabama. Her research interests include theoretical and applied issues of tense, aspect and aktionsart (Spanish and English), teaching methodology, Spanish/English contrasts, translation, and contact of Spanish with other non-indigenous languages. Helen Dolive, MA is the International Student Advisor at Birmingham-Southern College. She previously worked as an Immigration Advisor at the University of Alabama at Birmingham (UAB). She holds Master's degrees in English from Xavier University (Cincinnati, Ohio) and in teaching English as a Second Language from UAB. A British citizen, Helen completed her undergraduate studies in English at the University of Wales, Aberystwyth, during which she lived for a year in Belgium. Her research interests include ESL for adult learners, English for Specific Purposes, intercultural communication, sociolinguistics, and orienting new international students. iv Scholarship and Teaching on Languages for Specific Purposes (2013) Michael S. Doyle, PhD is Professor of Spanish and Latin American Studies at the University of North Carolina at Charlotte, where he chaired the Department of Foreign Languages from 1993–1999. He has also served as Graduate Coordinator (1999–2003 and 2005–2009), Director of the Certificate in Business Spanish (1998–) and Director of the undergraduate and graduate Certificates in Translating and Translation Studies (2000–2012). He received his PhD in Spanish from the University of Virginia in 1981. His specialties are Spanish for Business and International Trade, Business Language Studies (BLS), Translating and Translation Studies (TTS: language, discourse, and transcultural studies, literary and non-literary), and 20th-century Spanish literature. Kent D. Hamilton, MA Ed is a graduate of the University of Alabama at Birmingham Master of Education in ESL/EFL and is currently working southern Thailand at The Prince of Songkla University, Trang Campus as a lecturer in the Department of Languages. His teaching responsibilities include classes in listening, speaking, grammar, and assisting with professional and staff development classes to improve their English language proficiency. Before entering the field of education he had successful careers as a firefighter/paramedic and as an attorney Yahui Anita Huang, PhD is Assistant Professor in the Modern Foreign Languages Department at Birmingham-Southern College. Her principal academic specializations include Chinese linguistics, Semantics, Pragmatics, and language pedagogy. Her research includes the form and meaning of Chinese conditionals with a focus on quantification, presupposition, modal implications, pronoun occurrence as compared to English ―whatever‖ and ―whoever‖ sentences, and teaching Chinese for specific purposes with an emphasis on building students' pragmatic competence. She teaches Chinese language, culture, and linguistics courses and works as an interpreter and translator. Carmen King de Ramírez, PhD is Clinical Assistant Professor and coordinator for the Spanish for the Professions Program at Arizona State University. She teaches Latin American Culture for the Professions, Spanish in US Communities, Introduction to Interpretation, and Spanish for Health Care. Dr. King de Ramírez specializes in community based learning and professional internship placements for undergraduate students. Her current research interests include LSP programs, heritage learners, digital pedagogy, and service learning/community engagement. Lisa A. La Cross, MA is currently in a doctoral program in Linguistics at the University of Georgia. Her recent research has examined the sociolinguistic implications of the use of the schwa in French and the syntactical structure of African American Vernacular English (AAVE). Her future projects include investigating the role of the social variety of French and AAVE within education. Before moving to Georgia, she taught English as a Second Language (ESL) in an urban, public, high school in Birmingham, Alabama. Barbara A. Lafford, PhD is Professor of Spanish linguistics and heads the Faculty of Languages and Cultures for the School of Letters and Sciences at Arizona State University (ASU). Since arriving at ASU she has published in the areas of Spanish sociolinguistics, second language acquisition, Spanish applied linguistics, computer assisted language learning, v Scholarship and Teaching on Languages for Specific Purposes (2013) and Languages for Specific Purposes (LSP), including the 2012 focus issue on LSP that she edited for the Modern Language Journal. In her administrative role, she has overseen the creation of a Spanish for the professions minor/certificate focused on programs offered on the ASU Downtown Phoenix campus (e.g., education, healthcare, criminology, social work, journalism). Mary K. Long, PhD is Senior Instructor and Director of the International Spanish for the Professions major in the Department of Spanish and Portuguese at the University of Colorado at Boulder. Her publications in this area focus on cross-cultural communication and cultural sustainability in the global setting as well as LSP program development. She has also published about the role of artists and writers in the nation-building projects of 20th- and 21st-century Mexico and is co-editor of the volume Mexico Reading the United States (Vanderbilt UP, 2009), which explores the dialogue between the two countries from the Mexican point of view. Sheri Spaine Long, PhD is Professor of Spanish at the University of Alabama at Birmingham and is serving as Distinguished Visiting Professor at the US Air Force Academy (2011–2013). At the US Air Force Academy, she is engaged in research focused on the integration of foreign languages and leadership development. From 2006–2009, Long served as Editor-in-Chief of Foreign Language Annals, the journal of the American Council on the Teaching of Foreign Languages (ACTFL). In 2010, she began serving as Editor of the American Association of Teachers of Spanish and Portuguese's (AATSP) Hispania, where she is in her second term as Editor. Long's publications include eight coauthored college textbooks as well as over 40 scholarly articles, notes and reviews on literature, culture, and language education. Jesús López-Peláez Casellas, PhD is Professor of English and Comparative literatures at the Universidad de Jaén (Spain). Currently Research Project Manager, he coordinates an international team of scholars studying the construction of English early modern identities. He has published internationally on early modern English and Spanish literature, popular culture, Joyce, and comparative literature, and he has been visiting fellow at Michigan State University, Arizona State University, and Penn State University, and at the Folger Shakespeare Library. Between 1999 and 2006 he was Vice-rector for International Relations at his university. He is a Corresponding Member of the North American Academy of the Spanish Language (ANLE). Gilles Lubeth, MA is a native of Guadeloupe and a graduate from the Université Antilles-Guyane (UAG). He worked at The University of the West Indies, Mona as Assistant Lecturer from 2005–2010 where he taught French language from beginners to advanced level. At the advanced level, he taught the Translation into French module and French for International Conferences. He was the advisor for exchange students going to the UAG and International Relations students participating in the joint-degree program with University of Bordeaux IV-IEP/UWI/UAG. He is currently based in New York. Clara Mojica-Díaz, PhD is Professor of Spanish at Tennessee State University. She has taught elementary through advanced Spanish, foreign language teaching methods, culture and civilization, and studies in linguistics. She has presented papers on discourse analysis, cultural vi Scholarship and Teaching on Languages for Specific Purposes (2013) issues, second language acquisition, and language teaching at national and international conferences. She is co-author of the Pueblos Activities Manual (Cengage) and various professional articles. Marie-José Nzengou-Tayo, PhD is Associate Professor of French at The University of the West Indies, Mona and the former Chair of the Department of Modern Languages and Literatures (2005–2011). She is specialized in the Teaching of French as a Foreign Language and a researcher in the literature and culture of the French-speaking Caribbean. In 2004, she received the French order of the Palmes académiques (Chevalier). She is a past President of the Haitian Studies Association (2005–2006), and the recipient of the 2013 Principal's Award for Research for her article ―The Haitian Short-Story: An Overview‖ (Journal of Caribbean Literatures, 6[3]). Malinda Blair O'Leary, PhD is Assistant Professor of Spanish. At UAB, Dr. O'Leary teaches introductory, intermediate and advanced courses on Spanish language and cultures as well as Spanish for the professions and business. In addition to teaching, Dr. O'Leary serves as the foreign language student teacher supervisor in the UAB School of Education. Susan Olmstead-Wang, PhD an applied linguist, focuses on teaching English as an International Language and developing curriculum for English for Specific Purposes at the School of Education, University of Alabama, Birmingham. She is also adjunct instructor at the Paul J. Nitze School of Advanced International Studies, Johns Hopkins University, Washington, DC, where she teaches advanced graduate writing. Research interests include Mandarin-English code-switching and English for Medical Purposes especially in Chinese-speaking environments. Rebekah Ranew Trinh, MA is the Director of the English Language Institute at the University of Alabama at Birmingham, where she is responsible for development and oversight of the Intensive English Program and English for occupational purposes programs, advocacy for issues related to second language learners at the university, and management of ESOL teachers. She holds an MA-TESOL from the University of Alabama. Lourdes Sánchez-López, PhD is Associate Professor of Spanish and founding director of the Spanish for Specific Purposes Certificate program at the University of Alabama at Birmingham. She directed the First International Symposium on Languages for Specific Purposes (UAB, 2012). Her scholarship/teaching areas include: Spanish for specific purposes; second language acquisition; applied linguistics; cultural studies and foreign language pedagogy. She is co-author of a Spanish intermediate textbook and student activity manual and has published articles in various scholarly national and international journals. She is the editor of Scholarship and Teaching on Languages for Specific Purposes (2013). Susan Seay, PhD is Assistant Professor in the School of Education, Department of Curriculum and Instruction, at the University of Alabama at Birmingham. Her main research interests are reading instruction and English as a Second Language. She has been a classroom teacher, a reading program director, an ESL Resource teacher, and a family literacy teacher, and she has been involved in the field of education for over 25 years. vii Scholarship and Teaching on Languages for Specific Purposes (2013) Kristi L. Shaw-Saleh, PhD is Assistant Professor in the Master's Program for Teaching English as a Second Language at the University of Alabama at Birmingham. Her current research interests include identity, gender, and hybridity among distinct immigrant populations in Alabama in an effort to develop best practices for teaching English to these diverse groups of adult language learners. She is especially interested in the effectiveness of interactive teaching strategies and in addressing the need to identify and meet the goals of adult English language learners through job clinics and community-based programs. Susan Spezzini, PhD is Associate Professor of English Language Learner Education in the Department of Curriculum and Instruction at the School of Education, University of Alabama at Birmingham. She is also program director of Secondary Education and the principal investigator on two federal grants for training classroom teachers in the effective instruction of English learners. Her main research interest is promoting the scholarship of teaching and learning through collaborative mentoring, visual analogies, and oral interactive techniques. Before coming to UAB, Dr. Spezzini had been a teacher educator in Paraguay for over 20 years. Lamia Ben Youssef Zayzafoon, PhD is Assistant Professor in the Department of Foreign Languages and Literatures at the University of Alabama at Birmingham. She holds a BA in English from L'École Normale Supérieure of Sousse in Tunisia and an MA and a PhD in English from Michigan State University. Her areas of specialization are post-coloniality, feminist theory and African literature with a specific emphasis on the Maghreb. Her current research projects are: the Holocaust in North African Literature and Tunisian women during WWII. She is author of The Production of the Muslim Woman: Negotiating Text, History and Ideology (Lexington Press, 2005). viii Scholarship and Teaching on Languages for Specific Purposes (2013) INTRODUCTION, ACKNOWLEDGMENTS, AND DEDICATION ix Scholarship and Teaching on Languages for Specific Purposes (2013) Introduction Scholarship and Teaching on Languages for Specific Purposes is a collection of select peer-reviewed scholarly articles developed from concepts and positions presented and generated at the First International Symposium on Languages for Specific Purposes (ISLSP) celebrated on April 13–14, 2012 at the University of Alabama at Birmingham (United States). The symposium gathered 31 speakers and over 80 participants from all over the nation and other parts of the world. Each speaker brought a unique perspective of Languages for Specific Purposes (LSP), which was essential to pave the way to enlightening, fruitful and engaging discussions throughout the 2–day symposium. The keynote address was given by Business Language Studies and Translation Studies renowned scholar Dr. Michael S. Doyle (Theory and Method in Translation Studies (TS) and Business Language Studies (BLS): Illustrative Considerations for LSP in American Higher Education and Beyond). He accurately approached the need for a stronger research agenda in LSP studies (particularly in non-English LSP) while strengthening pedagogies and resources. Because of the discussions that occurred during and after the symposium, participants concluded the first ISLSP may have prepared a solid ground for something larger, collaborative and long-lasting, with strong national and international repercussions. To contextualize the current state of LSP it is helpful to briefly examine its history. The teaching of LSP originated in the 1960s in the United Kingdom and was established as a discipline as English for Specific Purposes (ESP). A landmark publication, The Linguistic Sciences and Language Teaching (Halliday, McIntosh & Strevens, 1964), called for linguists to carry out research based on samples of language in specific contexts to develop appropriate pedagogical materials. Moreover, the focus of the teaching of LSP has as its primary goal to fulfill the communicative needs of a specific group of people (Hutchinson & Waters, 1987). Since the 1960s, slow but steady global attention has been given to LSP in both research and the development of pedagogical materials for the classroom for the professions, such as medicine, law, sciences, social work, business, translation and interpretation, among others. However, the specificity of these types of programs does not root in the teaching of a specific language, neither it is determined by the specific professional context. The specificity of LSP depends largely on the students themselves. Courses vary depending on the students taking them, that is, a needs assessment analysis prior to the course development is paramount. Generally, these courses were—and today still are—geared towards adult learners (both traditional or regular/degree seeking and non-traditional or non-regular/non-degree seeking learners) preferably with a basic language background, who clearly necessitate the language in specific professional or academic contexts. Courses are usually developed according to: 1) the student level of communicative competence, 2) the urgency to use the language in a professional context, 3) the specific characteristics of such context, and 4) the design of a program that promotes the learning process (Hutchinson & Waters, 1987). For all these reasons, LSP represents the teaching of languages according to learners' characteristics, and its teaching is closely determined by these elements. Typically, the offering of LSP programs is mostly limited to adult or college students for two reasons: 1) the students must have a basic general target language background, and 2) the university system allows for more flexibility or experimentation in course offerings than elementary and secondary education (Almagro, 1997). Therefore, LSP is not considered a discipline separate from the teaching and learning of languages for general purposes, but x Scholarship and Teaching on Languages for Specific Purposes (2013) rather, it is as an extension (Sánchez-López, 2006). Most researchers agree that LSP pedagogy has been consistently learner-centered, long before the term became main-streamed in pedagogy. By definition, LSP ―attempts to give learners access to the language they want and need to accomplish their own academic or occupational goals.‖ (Belcher, 2004, p. 166) Overall, LSP has a number of weaknesses in terms of institutional recognition and teacher training (Swales, 2000). There are still few professorial positions worldwide in LSP. The majority of the instruction is delivered by adjunct instructors. However, this situation is slowly changing, and, most likely, will continue to change, as the demand for languages for the professions increases in light of recent data (―Foreign Languages and Higher Education: New Structures for a Changed World,‖ 2007; ―Report to the Teagle Foundation on the Undergraduate Major in Language and Literature,‖ 2009). Scholarship and Teaching on Languages for Specific Purposes is divided into five sections. In the first section, On LSP Theoretical Models, Michael S. Doyle expands on his previous work of constructing a theoretical framework in Translation Studies (TS) and Business Language Studies (BLS). He calls for the development of non-English LSP theory development working groups to further develop theoretical cartographies and narratives, which the gathering era of global LSP will require in American higher education. He urges non-English LSP scholars and educators to expand on their work in theory and methodology to devise a general non-English Language for Specific Purposes theoretical model, essential to the maturation of the field. The second section, On the Current State of LSP, Mary K. Long presents findings on a recent study of the LSP job announcements posted in the MLA Foreign Language Job Information List. Her study seeks to find answers to the new state of the foreign language profession in light of above mentioned MLA report ―Foreign Languages and Higher Education: New Structures for a Changed World‖ (2007), which recommended that the language disciplines decenter away from literature and design programs that are more directly related to everyday life and applied contexts. Long's article sheds new light on foreign language professions by presenting a multiyear analysis of LSP MLA job announcements. The third section, On LSP Programs and Practices, includes four chapters, each depicting an LSP program or curriculum currently offered in higher education. Carmen King de Ramírez and Barbara Lafford provide an overview of the Spanish for the Professions minor/certificate (SPMC) program at Arizona State University (ASU) and discuss student-learning outcomes. Leticia Barajas's study investigates whether the field of LSP has been influential in conceptualizing the design of the college-level Spanish curriculum in her region of Kentucky, Indiana and Ohio. Her findings shed light on the principal factors that affect the development of Spanish for Specific Purposes in the overall Spanish curriculum. Lourdes Sánchez-López describes the history, design, implementation and outcomes of the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham. The goal of the SSPC is to fulfill the needs of its dynamic millennial students and of the increasingly diversified community. In the last chapter of this section, Marie-José Nzengou-Tayo and Gilles Lubeth present a general overview of the LSP context in the Caribbean region—as well as recent additions to the French for Specific Purposes courses offered at the University of The West Indies, Mona—the methodological choices made, and their implication for assessment. Section four, On the Unexpected LSP Participant, explores two different cases of unexpected LSP participants. Sheri Spaine Long chronicles her transition from professor of xi Scholarship and Teaching on Languages for Specific Purposes (2013) Spanish for general purposes (SGP) at the University of Alabama at Birmingham to professor of Spanish for Specific Purposes (SSP, with a military emphasis) at the United States Air Force Academy. Her reflection documents two transitions that mirror current curricular changes in undergraduate language programs in the United States. She urges foreign language educators to find common ground between SSP and SGP as they design hybrid programs to respond to multiple demands of today's Spanish learners. Susan Spezzini, Lisa A. La Cross and Julia S. Austin explore how a Language for Specific Purposes focus in a presentation skills course helped a doctoral student from a disadvantaged urban background shift from modified African-American Vernacular English to Academic English when giving course presentations. Their study suggests establishing an LSP focus when teaching, assessing, and researching speakers of social varieties who are learning to use an oral academic variety in a professional context. Finally, section five, On Methodology, presents three different methodological aspects of LSP. Yahui Anita Huang discusses issues in teaching Chinese to American college students for professional purposes while focusing on building students' pragmatic competence. Using the multivalent buhaoyisi as an example, Huang argues that in order to use and understand the language appropriately in a business context, pragmatic classroom-based methodology must be woven into the curriculum. Susan Seay, Susan Spezzini and Julia S. Austin propose Peer-to-peer, Oral Techniques (IPOTs) as a methodological tool to help learners understand and use language specific to a certain field or occupation. In their article, these authors describe several IPOTs that can help instructors implement effective strategies to promote interaction in the LSP classroom. And finally, Kristi Shaw-Saleh, Susan Olmstead-Wang, Helen Dolive and Kent D. Hamilton explore how a job search clinic for international scholars and students was conceptualized and implemented at their university. The goal was to help international students in negotiating a job search process in the context of the United States. Scholarship and Teaching on Languages for Specific Purposes intends be an important contribution to the LSP field. It is our wish to follow the path of previous, well-respected collections in the disciple (Lafford, 2012; Long, 2010). Collaboration, integration and unity are key elements for the success of our growing field. If this volume helps generate debate, thoughts, new ideas and fresh energy in the LSP profession, it will have achieved its purpose. Lourdes Sánchez-López Editor xii Scholarship and Teaching on Languages for Specific Purposes (2013) References Almagro, A. (1997). La relación entre el inglés para fines específicos y su proceso instructivo en la etapa de estudios universitarios. The Grove: Working Papers on English Studies, 4, 39–52. Belcher, D. (2004). Trends in teaching English for specific purposes. Annual Review of Applied Linguistics, 24, 165–186. Doyle, Michael S. (2012). Theory and method in Translation Studies (TS) and Business Language Studies (BLS): Illustrative considerations for LSP in American higher education and beyond. Keynote address given at the First International Symposium on Languages for Specific Purposes (April 13–14, University of Alabama at Birmingham). First International Symposium on Languages for Specific Purposes. Retrieved from http://www.uab.edu/languages/symposium Foreign languages and higher education: New structures for a changed world. (2007) MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association. (May). Retrieved from http://www.mla.org/flreport Halliday, M., McIntosh, A. & Strevens P. O. (1964). The linguistic sciences and language teaching. London: Longman. Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A learning centered approach. Cambridge: Cambridge University Press. Lafford, B., ed. (2012). Languages for specific purposes in the United States in a global context: Update on Grosse and Voght (1991) [Special Issue]. The Modern Language Journal, 96, 1–226. Long, S. S., ed. (2010). Curricular changes for Spanish and Portuguese in a new era. Hispania, 93(1), 66–143. Report to the Teagle Foundation on the Undergraduate Major in Language and Literature. (2009). MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association (February). Retrieved from http://www.mla.org/pdf/2008_mla_whitepaper.pdf Sánchez-López, L. (2006). ―La implementación de nuevos programas de español para fines específicos en la universidad estadounidense‖. Revista ALDEEU (Asociación de Licenciados y Doctores en Estados Unidos), 11, University of Jaén Publications. Swales, J. M. (2000). Languages for Specific Purposes. Annual Review of Applied Linguistics, 20, 59–76. Acknowledgments First, I would like to express my sincere appreciation to all the colleagues who participated in the First International Symposium on Languages for Specific Purposes and who contributed to its success. I am deeply grateful to the UAB Department of Foreign Languages and Literatures, and to the following individuals for their critical role in the planning and implementation of the symposium: Sheri Spaine Long, John K. Moore, Brock Cochran, Malinda O'Leary, Yahui Anita Huang, Rebekah Ranew Trinh, Susan Spezzini, Mike Perez, Niki Cochran and Karl McClure. I am also indebted to the symposium sponsors: UAB xiii Scholarship and Teaching on Languages for Specific Purposes (2013) Department of Foreign Languages and Literatures, College of Arts and Sciences; UAB Office for Research and Economic Development; UAB School of Medicine; Cengage Learning; and Pearson. I would also like to thank the colleagues who conducted the peer anonymous reviews of the proposals and to the colleagues who served as session chairs. Last but not least, I will always be indebted to Michael S. Doyle for promptly accepting my invitation to give the keynote address and for honoring us with his presence, expertise and leadership. I have no doubt that he was the perfect keynote speaker for the inaugural ISLSP. I am profoundly grateful to the Editorial Board of Scholarship and Learning on Languages for Specific Purposes who served as anonymous readers and offered invaluable feedback: Julia S. Austin, William C. Carter, Alicia Cipria, Jesús López-Peláez Casellas, Clara Mojica Díaz, Malinda Blair O'Leary, Sheri Spaine Long, Susan Spezzini, Rebekah Ranew Trinh, and Lamia Ben Youssef Zayzafoon. I would like to offer my sincere appreciation to Jennifer Brady for her exceptional and upmost professional work as production manager of this anthology. I would like to thank the UAB Mervyn H. Sterne Library for publishing this volume and to Heather Martin, who facilitated the process. And finally, I am most appreciative of my family, who is the source of my energy and motivation every day. Dedication This book is dedicated to all Languages for Specific Purposes educators and researchers around the world. xiv Scholarship and Teaching on Languages for Specific Purposes (2013)